The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population
Abstract
Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not...
Paper Details
Title
The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population
Published Date
Jun 1, 2001
Journal
Volume
51
Issue
2
Pages
187 - 219
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